This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.
Michael D. Steele
Michael D. Steele and Amy F. Hillen
In the majority of secondary mathematics teacher preparation programs, the work of learning mathematics and the work of learning to teach mathematics are separated, leaving open the question of when and how teachers integrate their knowledge of content and pedagogy. We present a model for a content-focused methods course, which systematically develops a slice of mathematics content in the context of typical methods course activities. Three design principles are posited that undergird the design of such a course, addressing the nature of the mathematics content, the sequencing and design of activities, and the ways in which the course addresses the needs of diverse learners. Data from an instantiation of one such course is presented to illustrate the ways in which the course design framed teachers' opportunities to learn about both content and pedagogy.
Kimberly Cervello Rogers and Michael D. Steele
Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by focusing on their enactment of reasoning-and-proving tasks. Results indicate that teaching assistants engaged preservice teachers in a variety of reasoning-and-proving activities. For 42 of 82 tasks observed, preservice teachers' engagement in reasoningand-proving processes decreased relative to the potential for reasoning and proving in mathematical tasks. This investigation into teaching assistants' teaching practices identifies factors associated with their enactment of reasoning-and-proving tasks (e.g., generating student participation). This research has implications for professional development to support college mathematics instructors' teaching.
Amanda J. Moore, Matthew R. Gillett and Michael D. Steele
Reflections on the design and implementation of the flipped instruction model in two mathematics classrooms.
Beth A. Herbel-Eisenmann, Michael D. Steele and Michelle Cirillo
We describe our ongoing efforts to design materials for supporting secondary mathematics teachers in using a set of Teacher Discourse Moves purposefully in order to develop classroom discourse that is both productive and powerful for students' learning. We focus on secondary mathematics classroom discourse because mathematical language and meanings get increasingly complex beginning in middle school, and most discourse-related work in mathematics education has focused on elementary school classrooms. We make explicit both the concepts we use and the translation of these theoretical concepts into ideas useful for practice. This article contributes to ongoing discussions about making visible the work of developing research-based professional development materials.